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    A Descriptive Content Analysis of the Extent of Bloom's Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing
    (Nova Southeastern Univ, 2016) Ulum, Omer Gokhan
    Bloom's taxonomy is probably the most commonly used one among the cognitive process models. It is a classification system that emphasizes the procedures starting from remembering the knowledge to more complex cognitive levels like evaluating the knowledge. Firstly, the aim of this study has been to find out to what extent Bloom's taxonomy is referred in reading comprehension questions of an English as a Foreign Language course book. With this in mind, the research question To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom's taxonomy? was formulated. The EFL course book Q: Skills for Success 4 Reading and Writing by Oxford Publishing was analyzed through descriptive content analysis method. Findings of the study suggested that this analyzed course book lacked the higher level cognitive skills involved in Bloom's Taxonomy. As a result, by means of the findings, some assumptions have been reached with the aim of suggesting how the course books which are being written or will be written should refer to Bloom's taxonomy in their reading sections.
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    THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS' CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING
    (Univ Wroclaw, 2017) Efeoglu, I. Efe; Ulum, Omer Gokhan
    Cultural intelligence can be described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional wellbeing among English as foreign language (EFL) teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1) Cultural Intelligence Scale developed by Cultural Intelligence Center (2005); and (2) the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016). The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT) departments to implement materials within their curriculum for aiding EFL teachers in terms of developing cultural intelligence. Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.